Evaluating The Course

The course I designed is targeted to a 10th grade World History Class, addressing the Texas TEKS.  Traditionally, Texas teachers are forced to either lecture students to boredom or use an ineffective mix of behaviorist and constructivist Principles.  As you know, this channel takes the stance that the mix that has been seen over the last 20 years is ineffective. That’s why this course is based constructivist principle such as outcome-based learning. To put it simply, scholars learn by doing projects.

As I could not use my school’s learning management system, I housed all of the materials on Google Classroom. As part of my implementation phase, I designed the the Introduction and Unit 1 Module. These modules provided a year long overview in the course regarding the larger authentic assessment as well as assessments to serve as checkpoints for understanding.  I do very little lecture.

My evaluation participants consisted of students teachers and instructional leaders. They spent 30- 3 days minutes perusing course contents and giving feedback. Some of the feedback included appealing aspects and areas for growth. When I distilled the glows and grows into a summary, I learn the following.

That sounds harsh but 77.8% of participants found the course very effective. The feedback I received can be interpreted that we are on track.

As we conclude, let’s look at what this course has in its favor. Foremost, the box of behaviorism is gone and students can pursue their interest in the course. The modules are aligned to states standards and teach the critical thinking skills needed for those abhorrent state tests. What needs improvement is the increments that define the point system of mastery. That can be fixed by better establishing Criteria for Success and providing exemplars for the scholars. Other than that, the infrastructure is basic necessities present for student learning. This course is a vital first step in making significant achievements for the future.